The overall purpose of this unit, From Cells to Organs, is to educate students about cells and their pathways to becoming complex organs. I formatted this unit in a sequential order to allow for students to build their schema on the material being taught. Various teaching methods were implemented to allow for the highest standard in learning. Modalities were taken into account as well as engaging students in hands-on learning activities. Technology was a huge factor in providing evidence for each topic, and examples were given as how to how each lesson's topic linked to students' everyday lives. Last, each lesson within the unit was created to support the importance of inquiry within the classroom.
Some examples of modality awareness would be through the activities conducted in each lesson. Visual learners benefited from the extensive use of video learning tools that went along with topics in the classroom as well as diagrams and learning through written direction. Auditory learners were able to perform at their best due to various classroom discussion and oral inquiry activities. Kinesthetic learners were able to conduct research through computer usage, building an activity, or participating in laboratory activities.
This unit engaged students through many methods of teaching. Each day of lessons provided at least one activity for the student to participate in. Activities such as research, presentations, watching videos dealing with new material and filling out worksheets that correlated to the movie, and filling out charts which aided in pre-assessing. Also, students participated in laboratory activities, labeling and coloring diagrams, as well as participating in class wide investigations.
The usage of technology within the classroom was a huge benefit and support to each lesson. Showing students videos is a great way in providing visualization to the information being taught as well as evidence to the content being revealed. For example, in the Anatomy and Physiology of the Brain lesson students learned about the lobes of the brain. After showing a video of a United States soldier that sustained Traumatic Brain Injury, specifically localized in his Temporal lobe, students were better able to connect the fact that yes, indeed we have lobes in our brains that provide specific functions, and if injured the effects will be dramatic depending on that locality of the wound. Other sources of technology used was for research and imagery purposes.
I feel it is of great importance to produce lessons that will link content and material to everyday examples and experiences for students. Every lesson within this unit does just that. It didn't take much thought as every living organism is comprised of cells which was the basis for each lesson. Within the detailed lessons, I re-emphasized how the content was linked to students' lives within the ending rationale, and within the shorter lessons questions were posed about students' lives during the introductions which lead me into the new topic.
Inquiry is one of the most important learning tools within any scientific classroom. Because of this fact I have embedded sources of inquiry into each of my lessons. The amounts do vary, but for the most part I have created lessons that enable students to "learn through living", whether it be using the scientific method or participating in an engaging hands-on activity.
From Cells to Organs
The overall purpose of this unit, From Cells to Organs, is to educate students about cells and their pathways to becoming complex organs. I formatted this unit in a sequential order to allow for students to build their schema on the material being taught. Various teaching methods were implemented to allow for the highest standard in learning. Modalities were taken into account as well as engaging students in hands-on learning activities. Technology was a huge factor in providing evidence for each topic, and examples were given as how to how each lesson's topic linked to students' everyday lives. Last, each lesson within the unit was created to support the importance of inquiry within the classroom.
Home